Basis of Evolution

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The Sand Walk at Down House, Charles Darwin's home near London
Photo by HM

Syllabus SCI 5322, Basis of Evolution

PROFESSOR'S CONTACT INFORMATION Email mont@utdallas.edu Cell phone 469.951.8110 Office phone 972.883.2480 Office FN 3.308L Office Hours in person Wednesday 8:00-11:00 / Other times by appointment Other Information Please get in touch whenever you have questions. COURSE INFORMATION Pre-requisites, Co-requisites None Course Description Basis of Evolution provides wide-ranging discussions of the unifying theory of the origin and modification through time of all organisms. Pertinent history, the fossil record, natural and sexual selection, evolutionary psychology, and philosophy are topics. Each class is designed as a student-centered encounter with the underpinnings of evolutionary theory. Students will complete assignments detailing various facets of evolutionary theory. Each will be based on readings of research and research syntheses. All students will become conversant with evolutionary theory. All will engage in probing discussions and activities. We will encounter numerous topical and controversial issues. Methodology This class is grounded in a problem based learning format, and will be learner-centered and focused on group activities. You will frequently need to conduct online research. A discussion board on eLearning will be maintained. This is a great place to get a concept explained by another student. Please post your projects for others to read and to offer comments. Your professor regularly monitors the discussions. Each student will complete various assignments within as diverse a context as possible (see below). Several involve digital presentations by you or your group. Books Required (available in book, Kindle, audio, etc.) 1. Why Evolution is True by Coyne

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1493: Uncovering the New World Columbus Created by Mann The Red Queen: Sex and the Evolution of Human Nature by Ridley Other resources (books, links, etc.) are noted in the syllabus that provide further information about the topics. According to your interest, you may (or may not) choose to pursue these.

ASSESSMENTS (there are no exams in this course) Essays Concept Your writing must be applicable to the topic of the week in which it is due and may be a descriptive, persuasive, or definition essay. Use three paragraphs: introduction, body, and conclusion. You must have and cite references (APA format). Your work must be scientific and must address the evolutionary implications of your topic. Edit and rewrite for a polished essay. Format Refer to this website: http://www.biology.ed.ac.uk/research/groups/jdeacon/writing/essays.htm Each essay must be 500 words (including title and references) and must be within 10% of this number or penalties will be assessed. Procedure Essay submissions close on TurnItIn.com and on eLearning at midnight on Friday of the week each is due. Essays must be turned in to both sites to count. The grading rubric is based on the website referred to above. The class ID is 3395187 and the password is Lucy Essays with a grade of C or below will be returned for a rewrite. The better grade of the two will be the grade of record. Grading Rubric (fractions are possible and TurnItIn results may come into play) 5 points: Invested the time to produce a complete, focused, well-researched, well-edited, professional product. Analysis is insightful. 4 points: As for 5 points but with minor deficiencies as will be noted in my comments. 3 points: Completed the assignment in an organized way with appropriate analysis demonstrating understanding. Work may be difficult to follow. 2 points: Assignment not completed as required. Work is poorly prepared. Main points may have been missed. Analysis does not follow. 1 point: Assignment woefully incomplete and probably difficult to follow. Work is not well-executed and may contain errors. Main points have been missed or not understood.

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Science Slam Concept You must focus on the topic(s) for the week of the slam (noted below). These are not last minute projects. Format Presentations are more-or-less a poetry slam in concept, but should be more than that. A simple PowerPoint (set to three minutes) is acceptable, but not recommended. A better option will be to record your voice, make a video, etc. A video camera can be borrowed from Barbara Curry. Be accurate but make the topic real to all of us. In past classes, students have worn costumes, danced, written haiku, etc. Procedure Each person will have exactly 3 minutes to make a presentation. Use all of your time to present as much well-organized information as you can. If you would like to observe how this works, see the Science Slam (Bell Museums Science Slam) on YouTube. Particularly, watch the slams of John Troyer, Sky, Dave, etc. Justification I contacted numerous students in my previous honors classes. To a person they recall more from what they presented than from any other source. All share the wisdom that to teach the material you really must know it. Past students are also thankful for having been forced to write and to write tightly. All describe this as a vital skill in their lives outside the university. Grading Rubric Excellent +1 pt Good +0.5 pt Average +0.25 pt Poor +0 pt

Coverage of topic Scientific rigor Organization

Excellent Excellent Excellent

Reasonable Reasonable Reasonable

Minor Minor Minor

Poor None Unorganized

Project Based Learning Activities (PBLs) Concept This is your baby. There is a driving question that you must address. Your professor is one source of advice. Format Presentation format is up to you (PowerPoint, interactive lecture, demonstrations with models, Haiku, finger puppet Darwin and friends set to original music (this was done by a McDermott scholar). Procedure Each team will have exactly 5 minutes to make a presentation. Use all of your time to present as much information as you can. See the notes in your first PBL activity for further guidance. Justification Problem based learning closely mimics the way scientists do science. And yes, I have used finger puppets to get a science concept over to my daughter.

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What the heck is PBL and how do we do this? Scientists are Project (or Problem) Based Learners (PBL). Intuitively, you probably understand this idea rather well. A major difference between what you probably previously did in science class and lab and what we will do here is that we will mostly not offer step-by-step instructions. This makes your work in this course more openended, more authentic. Please visit the Buck Institute to familiarize yourself with Project Based Learning. http://www.bie.org/ DRIVING QUESTIONS: (This is where you begin.) PBL Activity 1: On your first assignment as a science reporter you have been given the opportunity to spend a month in the Galapagos with evolutionary biologists Peter and Rosemary Grant to better understand their work with finches. You know that upon returning you will go on a lecture tour to explain their work to the general public. How will you prepare for this and what will your presentation look like? Two preliminary sources: http://www.pbs.org/wgbh/evolution/library/01/6/l_016_01.html http://www.pbs.org/wgbh/evolution/library/01/6/pdf/l_016_01.pdf PBL Activity 2: As a faculty member in paleontology you have been injected into a heated debate among your peers in physical anthropology concerning whether human evolution has ceased, is barely creeping along, or is moving at a pretty good clip (whatever that means). Your dean is the one who injected you into this argument because this professional food fight it is getting nasty and the students are about to revolt and transfer to other schools. How will you proceed and, of course, what will your presentation to the Dean look like? A preliminary source: http://johnhawks.net/weblog/topics/evolution/selection/jones-evolution-stopping-2008.html PBL Activity 3: You (a knowledgeable science teacher) have been asked to give an attendance-compulsory lecture to a group of bright college freshmen about the weird, the odd, and the nearly unexplainable issues in human evolution. Remember, these smart freshmen bore easily. (They have been known to throw rotten fruit!) One strategy might be to focus on spicy and outrageous items (sexual selection or, perhaps, invasive species) that you can weave into a coherent and research-supported picture. Whatever you do, stick to the peer-reviewed science. Sources? Up to you.

COURSE POLICIES Grading (credit out of 100 total possible points) 1. Essays: 15 points (5 points each) 2. Slams: 15 points (5 points each) 3. PBLs: 30 points (10 points each) 4. Discussions: 20 points (This is essentially an attendance grade. I am a source of information and guidance. Please ask questions and interact with me and with the other students. Post relevant messages a few times each week for full credit. An off-topic post each week or no post at all will accumulate no points.) Actually, 22 points are possible. 5. Final project: 20 points LEARNING OUTCOMES 1. Students will appreciate the work of Charles Darwin not only as inspired science but they will understand his work within historical and social perspectives. Students must read a great deal of Darwin's writings and then integrate this learning with the updated information presented by their professor. 2. Students will study and thoroughly consider the ideas of natural selection, sexual selection, speciation, evolutionary patterns. They will be able to credibly discuss evolution and the operant mechanisms.

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Students will apply their learning and understanding to a real world research project that they conduct.

CALENDAR & ASSIGNMENTS (Topics, Reading Assignments, Due Dates, Etc.) Class topics, readings, pertinent links and assignments for each week are below. You may need to look up some terminology. There are several good sources for this task. You might also want to augment your notes with online sites and post the URLs on the discussion board. Remember to stick with reputable sites such as those produced by museums, universities, and the like. Suggested additional readings for Topic of the the week. Other sources will be week suggested by students.

Week of

Online this week

Due at midnight on Fridays

Charles Darwin and the Tree of Life (http://video.google.com/videoplay? Discussion docid=1589429273035937450#) Aug 22 Introduction Coyne book Darwin Online Darwin Project Carles Darwin Evolution Endless Forms Most Beautiful: The New Science of Evo Devo by Sean B. Carroll Sep 5 Evolution Epigenetics 1 Epigenetics 2 Epigenetics 3 The Descent of Man The Great Debate Sep 12 Sexual Selection Sexual Selection in Males and Females (access via McDermott Library) http://www.wnyc.org/shows/radiola b/ (listen to Sperm) The Mating Mind by Geoffrey Miller Discussion Ridley book Post and upload your 1st Slam presentation Discussion Discussions Coyne book

Aug 29

Explore this website: Evolution

Post and upload your1st Essay discussing Evo Devo

Sep 19

Evo Devo

Discussion Ridley book

Epigenetics Watch the feet (one of many such studies)

Post and upload your 1st PBL presentation

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The Botany of Desire: A Plant's-Eye View of the World by Michael Pollan Sep 26 Plants Discussion Watch: http://www.ted.com/index.php/talks /michael_pollan_gives_a_plant_s_e ye_view.html

Post and upload your 2nd Essay discussing the evolution of plants

Oct 3

Coevolution Invasive Discussion Coevolution species http://www.wnyc.org/sho Mann book ws/radiolab/ (listen to Parasites)

Post and upload your 2nd Slam presentation

Oct 10

Invasive species

1493

Discussion Mann book

Oct 17

Human evolution

The First Human: The Race to Discover Our Earliest Ancestors by Ann Gibbons Ardipithecus ramidus Becoming Human Arizona State Becoming Human PBS Discussion

Post and upload your 2nd PBL presentation

Oct 24 Medicine

Becoming Human Arizona State Becoming Human PBS

Discussion

Post and upload your 3rd Slam presentation

Human Oct 31 evolution (the odd)

Why We Get Sick: The New Science of Darwinian Medicine by Discussion Randolph M. Nesse and George C. Williams

Nov 7

Do Gentlemen Really Prefer Blondes?: Bodies, Behavior, and Discussion Cooperation, Brains--The Science Behind Sex, altruism Love, & Attraction by Jena Pincott Evolutionary Psychology at UCLA Altruism, Cooperation and Culture

Post and upload your 3rd PBL presentation

Nov 14

Memes and Dilbert Prisoners Dilemma selfish genes Bryn Mawr Game Theory.net

Discussion Evolution suitcase activity

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Primates and Philosophers: How Morality Evolved by Frans de Waal, Stephen Macedo, and Josiah Ober Frans de Waal Nov 21 Philosophy (http://whyy.org/cms/radiotimes/20 Discussion 10/08/04/primatologist-frans-dewaal-on-the-evolution-of-empathy/) http://itc.conversationsnetwork.org/ shows/detail231.html# Nov 28 Philosophy Final projects http://www.wnyc.org/shows/radiola Discussion b/ (listen to Emergence) Final projects All projects due at the end of the scheduled final exam period for this course. Post and upload your 3rd Essay discussing primates and philosophy

Dec 14

MAKE-UP ASSIGNMENTS None without prior approval of instructor EXTRA CREDIT None LATE WORK Accepted only with appropriate written excuse SPECIAL ASSIGNMENTS None CLASSROOM CITIZENSHIP Respect should be shown at all times. STUDENT CONDUCT AND DISCIPLINE The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations that govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z. Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university's Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents' Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. ACADEMIC INTEGRITY The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an

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academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission as one's own work or material that is not one's own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion, and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the Web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university's policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. EMAIL USE The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student's U.T. Dallas email address, and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individuals corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. WITHDRAWAL FROM CLASS The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of F in a course if you choose not to attend the class once you are enrolled. STUDENT GRIEVANCE PROCEDURES Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university's Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy to the respondent's School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean's decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the dean will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic-appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. INCOMPLETE GRADES As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester's end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.

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DISABILITY SERVICES The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolling students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the student's responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. RELIGIOUS HOLY DAYS The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. Off-campus instruction and course activities that are off-campus, out-of-state, or foreign are all subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. These descriptions and timelines are subject to change at the discretion of the professor.